The results of the analysis of the students' needs hope to be able to communicate in English well. The suitability of the developed materials was assessed in terms of content, procedure, language, presentation, graphics and insertion of intercultural values. Regarding the validation, the suitability of the designed materials was categorized as "very good" based on expert judgments, as the mean values reached 3.43 in the range 3.25 ≤ X ≤ 4.00.
Meanwhile, the validation of suitability is categorized as "very good" based on student agreement with average values of 3.40 in the interval 3.25 ≤ X ≤ 4.00.
INTRODUCTION
- Background of the Problem
- Focus and Sub-Focus
- Research Questions
- Research Objective
- Research Significance
In the English material, students are expected to use English as a tool to develop and improve their ability in English. The outcome-oriented ILL model was more effective than the conventional one in teaching writing skills. For the teacher, the research can provide more information on how to extend intercultural material of English speakers to the junior high school.
The research can provide students with information about cross-cultural English speaking material.
LITERATURE REVIEW
Speaking
- Definition of Speaking
- Function of Speaking
- Elements of Speaking
- Activities of Speaking
- Strategies of Speaking
- Principles of Speaking
- Advantages of Speaking
2021, p. 40) stated that fluency refers to the listener's response regarding the linguistic and non-linguistic elements of the speaker's utterances. Here the role of the teacher is to choose which strategy is appropriate for each activity in the classroom. Varisoglu (2016, p. 983) said that the functions of the social strategies try to study thoughts and feelings of other's cultures.
In addition to strategies, there are also principles that the teacher must adhere to when teaching in the classroom.
Material
- Definition of Material
- Types of Material
- Criteria of Material
- Steps of Material
- Unit of Material
- Evaluation of Material
Kusuma and Apriyanto (2018, p. 40) state that the teacher uses the material to supplement the teaching and stimulate the students' interest. Fifth, culture must be combined in the material because it can give students a comprehensive understanding of the social context, both in target and local contexts. When developing material without evaluation, the material cannot be said to be suitable for use.
In addition, the text entered in the material must refer to the most recent sources.
Need Analysis
- Definition of Need Analysis
- Purposes of Need Analysis
- Parts of Need Analysis
Culture
- Definition of Culture
- Elements of Culture
- Types of Culture
Textbooks should also be considered in terms of students' needs and can help teachers teach in the classroom. In the needs analysis questionnaire that will be distributed to the students, it will be divided into two important parts, namely based on target needs and learning needs. Students will give feedback according to their needs for the intercultural material that will be made in the speaking class.
The cultural traits include dress, habits and knowledge of the people living in the particular community where the language is spoken.
Intercultural
- Definition of Intercultural
- Values of Intercultural
- Design of Intercultural
- Intercultural Competence
- Significant of Intercultural Competence
- Procedure of Intercultural Competence
- Principles of Intercultural Competence
- Assessment of Intercultural Competence
Intercultural competence is the ability to act and think appropriately, and to communicate and work with people from different cultural backgrounds. Intercultural competence respects the cultures of others, but does not require adoption of other cultures, beliefs or values. Because intercultural competence involves learning about the cultural perspectives of others and relating them to one's own perspective to study.
In this study, the components of intercultural competence that will be adapted are the Assessment of Intercultural Competence (AIC) developed by Fantini and Tirmizi (2006, p. 18) to evaluate the learners' intercultural competence.
Junior High School Students
Huber and Reynolds (2014, p. 34) stated that assessment in general is often associated with testing, such as through student diaries and portfolios, and that assessments can be done by teachers, students themselves, and peers. The researcher decided to use this instrument because it is widely used to evaluate students' intercultural competence, as it can obtain data about students' attitudes toward intercultural load in English classes, especially about the supplementary English-speaking materials.
Previous Studies
The results of the study indicate that cross-culturally based textbooks are feasible to use in learning to write in English. The result showed that the effect of textbook development not only increases students' writing skills, but also makes them acquire knowledge about their intercultural competence. Researchers engaged 96 students from Surabaya Aviation Polytechnic using a questionnaire to determine students' perception of cross-cultural reading of English learning materials with regard to motivation, difficulty and effectiveness of the material.
From the results, it can be conveyed that the school's English book published by the government in 2014 requires improvement in relation to the current topic, insight into diversity and the relationship between social emotional material.
RESEARCH METHODOLOGY
- Research Design
- Research Participants
- Research Instruments
- Data Analysis Technique
Measuring quantitative data using descriptive statistics according to Marshall and Jonker (2010, P. 2), this refers to the use of statistics to describe the characteristics of a set of observations, or the raw data. The data collected from all questionnaires are measured using a Likert scale with a four-point scale that includes disagree, disagree, agree and strongly agree. Students fill in the blanks of folktale story, then read out load in front of the class. Students fill in the blanks of tourist attraction story, then read out cargo in front of the class.
Students fill in the blanks in the food story and then read it in front of the class. Students fill in the blanks of the ritual story and then read the text in front of the class. Students fill in the blanks in the Patriot story and then read the text in front of the class.
FINDING AND DISCUSSION
Students‟ Need for English-Speaking Material
- The Result of Need Analysis
According to Nation and Macalister (2010), the assertion of the target circumstance establishes the needs of the pupils. In this research, the author recognized the preferred length of the speech in speaking activities in each unit and the number of new vocabulary in each unit. Associated with speaking activities, 66.67% of the students were interested in speaking activities related to international, national and North Sumatera culture.
Furthermore, 40% of the learners who chose to do role play related to international, national and North Sumatera culture. The following table shows the results of the students' opinions about their participation in class activities. 53.33% of the students required to pay attention to the teacher when they explained the duties to them.
60% of students who needed the teacher to give feedback after students completed the task and 56.67% of those who needed their teacher to guide them in the classroom and boost them to participate actively in the class. The previous table showed that the students' opinion about the intercultural insertion in the speaking English material is favorable. However, over 60% of the students approved the inclusion of Indonesian culture in the English language materials.
Consequently, this understanding will guide them not to forget the culture and values of the culture itself. As previously mentioned, the researcher interviewed the English teacher and distributed a questionnaire to the students as part of the needs analysis.
The Model of the Supplementary Book
- The Course Grid Design
- The Unit Design
Based on the time commitment of the school under investigation, 2 hours of subjects x 40 minutes for one meeting. However, this supplementary book is delivered in 4 hours of topics x 80 minutes for two meetings, with the time division being Come on Start (5 minutes), Time to Speak (65 minutes) and Reflection to Glossary (10 minutes). . In this supplementary book, the topic to be discussed was stated in the unit title for the first time.
The second, Come on Begin, was designed to encourage students' understanding by asking simple questions about the topic to be discussed before starting the next tasks. Using their prior knowledge, students can use this exercise to help them focus and become interested in the speaker material presented. The third activity, Time to Speak, was designed to help students focus on speaking exercises that included grammar material as well as intercultural elements and values.
The fourth exercise, reflection, was intended to assess students' understanding of all subjects and tasks in each unit. The fifth Summary was intended to recall the grammatical material that was explained and done in the previous task. Sixth, Values described which values are contained in tasks 1 to 12 of each unit.
Product Evaluation
- The Expert Judgment
- Revision of Expert Judgment
- Pilot Test
- Revision of Pilot Test
- The Final Draft
Discussion
The second draft of the companion book was given to the pupils by the researcher. Students fill in the blanks of historical place story, then read load in front of the class. Students fill in the blanks of famous people's stories, then read aloud to the class.
Instruction: Choose one of the arts that you and your group will expand on in the presentation.
CONCLUSION AND SUGGESTIONS
Conclusion
Therefore, these results are highly relevant to the purpose of this study, where the focus of the English skill used is speaking. They may have a large vocabulary because it is one of the programs in their school that requires students to memorize at least 10 new vocabulary words every day so that they can speak English, but not well. The students agreed that preserving local knowledge from North Sumatra would not make them feel superior to people from other backgrounds, but it would serve as a reminder of the culture and its principles.
Let's start, at this step the students will be introduced in advance or even remind them of the topics that will be discussed in the unit, such as asking some questions that they have to answer briefly. These activities will be themed according to the topic of discussion or the title of the unit and address speaking components such as comprehension, grammar, fluency, vocabulary and pronunciation. Responses from teachers and students regarding the appropriateness and suitability of the books produced from the research is the final stage to be passed.
The researcher added that several sections of the textbook did not adequately address the current issues, combined all skills in one unit without a clear explanation, did not go into detail about the. Moreover, the trainees show good reactions towards the developed product, based on the average value of the data collected from the field test and trial. When it comes to assessing their intercultural competence, the majority of pupils show favorable knowledge of the culture.
Values of the culture in which one is raised determine one's fundamental beliefs about what the good life entails. Nevertheless, the widespread use of English in Indonesian textbooks has not led to the integration of intercultural principles.
Suggestions
If you have a chance to visit one of the places you would rather visit. Can you provide the name and location of the tourist attraction you visited.
Need Analysis Questionnaire
Course Grid Design
Supplementary Book
Questionnaire of Expert Judgment
Instrument for Assessing Intercultural Competence
